Working Together for the Benefit of Children and Young People

Transcription

1 Unit 6: Working Together for the Benefit of Children and Young People Unit code: CYP Core 3.6 Unit reference number: K/601/1698 QCF level: 3 Credit value: 2 Guided learning hours: 15 Unit summary This unit aims to enable the learner to understand the importance of multiagency and integrated working and to develop the skills required for effective communication for professional purposes. It includes and assesses competence in information sharing between those involved in the work with children and young people. Assessment requirements/evidence requirements This unit should be assessed in line with the Skills for Care and Development QCF Assessment Principles. Learning outcome 2 and learning outcome 3 must be assessed in a real work environment. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. 63

2 Unit content 1 Understand integrated and multi-agency working The importance of multi-agency and integrated working in delivering better outcomes for children and young people: teams need to work proactively together for the best outcomes for the child, young person and family; integrated working involves everyone supporting children, young people and families working together effectively to put them at the centre, meet their needs and improve their lives; integrated working as part of government policies for children and young people in the relevant home nation; multi-agency and integrated working enables sharing of skills, information and best practice; multi-agency and integrated working facilitates a child-centred or young person-centred approach Functions of external agencies: external agencies as applicable to own setting and home country eg local education authority, Estyn Care Social Services Inspectorate for Wales (CSSIW), social services, early years and childcare, play work, youth justice, police, further education, youth work, NHS and health services, sports and culture sector organisations; function of external agencies as applicable to own organisation eg investigate referral in suspected case of abuse of child or young person, provide support for child or young person experiencing transition, provide support for child or young person with disability or long-term health condition, inspect provision of care in setting Referrals between agencies: as required by legislation or procedures and policies of home country and own setting eg All Wales Child Protection Procedures 2008, Safeguarding Children :Working Together Under the Children Act 2004 National Service Framework for Children, Young People and Maternity Services, Common Assessment Framework (CAF), Aiming High for Disabled Children, Better Support for Families (2007); using correct referral routes within the setting eg SENCO, Child Protection officer, supervisor or manager; reasons for referral to different agencies eg safeguarding children and young people, early intervention, need for specialist or additional support; policies and procedures for referrals between organisations; role of the lead professional in coordinating services; the use of the Common Assessment Framework (CAF) if used to provide support; role of Early Intervention Teams Common barriers to integrated working and multi-agency working: lack of understanding of roles and responsibilities, time constraints, logistical challenges, multitude of contacts within the working environment and multi-agency team, terms and conditions of employment, different professional values and ethos, different priorities; ways of overcoming barriers eg include joint training activities, joint team meetings, team building activities, information sharing as appropriate 64

3 Assessment frameworks: as applicable to own UK home nation eg details of The Common Assessment Framework (UK), CAF as key part of delivering frontline services that are integrated, and are focused on the needs of children and young people, CAF as a standardised approach to conducting assessments of children's additional needs and deciding how these should be met, use of CAF by practitioners across children's services 2 Be able to communicate with others for professional purposes Appropriate communication methods for different circumstances: use of electronic aids, pictorial aids eg Makaton, use of an interpreter, effective use of the telephone and s, preparing and delivering presentations, written communication and record keeping 3 Be able to support organisational processes and procedures for recording, storing and sharing information Recording, storing and sharing information: recording information in accordance with legal requirements eg Children Act 2004 (England and Wales), Working Together to Safeguard Children 2006, The Foundation Phase; importance of recording information clearly, accurately, legibly and concisely; reasons for keeping records eg accident and incident reports; need to record facts; sharing information with colleagues, parents and carers; accessibility; sharing findings as appropriate and according to the procedures and policies of the setting; referring concerns eg particular difficulties, suspected abuse, legal evidence to an appropriate professional such as the SENCO or designated child protection person within the setting Maintain secure recording and storage systems for information: as required by legislation applicable to home country and policies of setting; how information is gathered, stored and shared; data protection requirements eg Data Protection Act 1998, Privacy and Electronic Communications Regulations; organisational systems and procedures; roles and responsibilities for contributing to and maintaining record keeping systems; policy for storing records; security and confidentiality; accessibility to information eg limited access to computer storage systems; protection of identity, if appropriate Possible conflict between need to maintain confidentiality and the need to disclose information in cases of suspected abuse or crime: understanding that confidentiality cannot be maintained in a situation where abuse of a child or young person is suspected or when it is suspected that a crime has been committed or may be committed; child protection concerns that could identify a particular child are kept confidential and only shared with people who need to know this information; balancing the duty of care and individual rights and responsibilities 65

4 Learning outcomes and assessment criteria Learning outcomes Assessment criteria Evidence type Portfolio reference Date 1 Understand integrated and multi-agency working 1.1 explain the importance of multi-agency working and integrated working 1.2 analyse how integrated working practices and multi-agency working in partnership deliver better outcomes for children and young people 1.3 describe the functions of external agencies with whom your work setting or service interacts 1.4 explain common barriers to integrated working and multi-agency working and how these can be overcome 1.5 explain how and why referrals are made between agencies 1.6 explain the assessment frameworks that are used in own UK home nation 2 Be able to communicate with others for professional purposes 2.1 select appropriate communication methods for different circumstances 2.2 demonstrate use of appropriate communication methods selected for different circumstances 2.3 prepare reports that are accurate, legible, concise and meet legal requirements 66

5 Learning outcomes Assessment criteria Evidence type Portfolio reference 3 Be able to support organisational processes and procedures for recording, storing and sharing information 3.1 demonstrate own contribution to the development or implementation of processes and procedures for recording, storing and sharing information 3.2 demonstrate how to maintain secure recording and storage systems for information: a paper based b electronic 3.3 analyse the potential tension between maintaining confidentiality with the need to disclose information: a where abuse of a child or young person is suspected b when it is suspected that a crime has been/may be committed Learner name: Date: Learner signature: Date: Assessor signature: Date: Internal verifier signature: (if sampled) Date: Date 67